Χαρακτηριστικά σχολικής ηγεσίας και ενδυνάμωση εκπαιδευτικών: απόψεις εκπαιδευτικών ειδικής αγωγής και εκπαίδευσης.

Abstract

This paper is part of a wider research, in the context of doctoral dissertation, in relation to the leaders of school leadership, who help to strengthen teachers. The use of a questionnaire, consisting of four parts, was preferred to the survey. The sample consists of 683 teachers (out of which 147 from the field of special education and training relating to the present work) from all 13 educational districts. The third part of the questionnaire consisted of three open-ended questions on the views of teachers on the Characteristics of the School Director related to the development and / or promotion of empowerment of teachers (Inventory of Principals’ Characteristics that Contribute to Teacher Empowerment, IPCCTE - Blasé & Blasé, 2001).  In the first question participants were asked to describe a characteristic (attitude, value, behavior) of their manager, which contributes to their empowerment, in the second question to explain the reasons why this characteristic promotes their empowerment, while in the third question describe the results of the feeling of empowerment that arise from this particular feature. Data analysis was performed on the third part of the questionnaire. More specifically, it was defined "a classification system for the categorization of the responses given by the participants and their transformation from linguistic data of current speech into quantitative data” (Cohen et al., 2008. Παρασκευόπουλος, 1993, p.125). The results are consistent with those of other surveys conducted both internationally and nationally.